MY Teaching Internship

LEARNING EXPERIENCE 1: Building a Mindset for Teaching Internship
The present handbook is divided into five sections corresponding to the five program segments
constituting Teaching internship.
a. Getting Ready for Teaching Internship
b. Getting Oriented with my Teaching Environment
c. Preparing for my Roles as an Intern
d. Experiencing Actual Teaching
e. Beyond Teaching Internship
Getting Ready as a segment, intends to assist you in preparing an appropriate mindset for this
new experience and most importantly, to guide you in engaging in portfolio assessment as the strategic
mode for demonstrating your actual performance and to back your completion of the action research as
a course requirement of Teaching Internship.
Oftentimes, when confronted with a new experience, you are forced to imagine what it will be in
the new “world”. Available in painting a mental picture of this new experience are your past
experiences, your acquired knowledge on the area, The relevant skills you have developed, and your
initial thoughts and feeling called attitudes. Learning Teaching Experience (LTE) No 1 focuses
specifically on bringing about an academic and personal way of looking at Teaching Internship which
hopefully can help build you up as an effective, efficient, and caring pre-service teacher.
Prepares Student Interns for PPST: Your Intended Learning Outcome:
Domain 7: Personal Growth and Professional Formulate initial ideas on the value of
Development Teaching Internship in teacher preparation.
Strand 4: Professional Reflection and Learning to
Improve Practice
Your Experiential Tasks Your Reflection Trigger
I.1 Exposure
Recognizing Teaching Internship as an
Integral Component of Experiential
Learning in Teacher Education
I.2 Participation
Preparations on Becoming a Student Intern  What Expectations do you have for
yourself during this Teaching
I.3 Identification Internship period?
Confirmation of Personal Qualities for
Teaching Internship
I.4 Internalization
Expectations for Oneself During the
Teaching Internship Period
I.5 Dissemination
Expressing One’s Expectations on
Becoming a Student Intern
1.1 EXPOSURE
Recognizing Teaching Internship as an Integral Component of Experiential Learning in Teacher
Education
A. Understanding the Management Structure of the Teaching Internship Program

The Commission of Higher Education (CHED) formally institutionalizes Teaching
Internship as the culmination of the Experiential Learning component of the Teacher Education
Curriculum (CM) No 74 and 75, s 2017). As a student enrolled in Bachelor of Science in
Elementary Education (BEEd) or Bachelor of Science in Secondary Education (BSEd), you are
now officially referred to as pre-service teacher and specially as student intern enrolled in
Teaching Internship course.
Figure 1. illustrates the implementing agencies of Teaching Internship in Philippine
school and the sub-agencies under them. It will help you understand and appreciate the
integrative nature of how internship is managed through the partnership of the Commission on
Higher Education (CHED) and the Department of Education (DepEd Order no.3, s 2017).
Commision on Department of
Higher Education Education (DepEd)
(CHED)
Regional Offices
Schools Division
Teacher Education Offices Cooperating
Institutions (TEIs) Schools
College Supervisors Mentor Teachers
Teaching Internship
Program (Student
Intern)
THIS IS YOU
Figure 1: Management Structure of Teaching Internship Program
B. Roles and Responsibilities of the College Supervisors of the Teacher Education Institutions
(TEIs) and the Mentors of the Cooperating Schools
You will be working directly with your College Supervisor from your TEI and with your
Mentor(s) upon development to your Cooperating School.
COLLEGE SUPERVISORS MENTOR TEACHERS
 Orient the pre-service teachers  Observe mentor-mentee
on the rationale and procedures relationship.
of the experiential learning.
 Assist the student interns in
 Conduct orientation meetings to honing their skills through:
clarify expectations of both  Regular class observation
parties. and post conference.
 Determine the readiness and  Lesson planning.
ability of the pre-service teachers  Use of varied
to undergo teaching internship. strategies/approaches/
 Coordinate with the cooperating techniques.
schools head regarding the  Classroom management
activities and teaching internship  Assessment of learning
needs of the student interns. outcomes.
 Conduct regular observation and

evaluation of student teachers.  Questioning techniques
 Coordinate regularly with the  Preparation in instructional
cooperating school materials.
principal/head teacher, and  Preparation of
cooperating teacher regarding examinations/various
performance of the student assessment modes.
interns.  Accomplishment of
 Submit written reports to the different forms and related
College Dean, copy furnished the work.
school principal and the SDS, at  Observe, coach/mentor and
least twice a month regarding evaluate the performance of the
the: student interns.
 Progress/performance of  Model effective teaching and
the student interns management techniques.
 Problems/difficulties met  Provide the students teacher the
by the student interns opportunity to intern
 Solutions/actions taken to independently and collaboratively.
solve the problem.  Allow the student interns to
 Conduct debriefing sessions, participate on co-curricular and
interview/case studies of student school/community activities.
interns.
Source: Enclosure No1 : DepEd Order No.3, s. 2007
Note that College Supervisors and Mentor Teachers both perform such tasks as orientation,
monitoring and reporting, and performance assessment of student interns. In addition, the former is
responsible for all coordination work between TEIs and Cooperating Schools within a Schools Division,
while the latter take care of on-site skills training of the student interns.
C. Teaching Internship as Experiential Learning

As a student intern, picture yourself being on-site in your cooperating school DOING
learning-teaching tasks, SHARING or discussing with your mentor(s), your thoughts and
reactions, PROCESSING and filtering your classroom observation and actual teaching
experiences in order to GENERALIZE or pick up the good lessons and best practices which you
can APPLY when you later enter the world of work as a professional teacher. Adapted from
Haynes (2007) and UC Davis (2011) the Experiential Learning Cycle is illustrated in Figure 2.
This configures Teaching Internship as authentically experiential in nature. It is your opportunity
to apply in practice the theories and concepts learned in your professional courses as well as the
relevant introductory experiences in your two (2) Field Study courses.
DOING -
performing a "
hands-on minds-
APPLYING - on experience"
what they have SHARING-
learned in similar reactions and
or different observations
situation Student
Intern
GENERALIZING
PROCESSING
- connecting
-analyzing and
experience with
reflecting upon
trends and common
the experience
truths
Figure 2: Experiential Learning Cycle

1.2 PARTICIPATION
Preparations on Becoming a Student Intern
Activity 1 – Personal Qualities of a Promising Pre-Service Teacher

1. The box below lists the skills your Mentor Teacher is expected to hone in you during the
internship period. Have you experienced doing related activities during your Field Study courses or in
any of your professional education courses? Describe your experience in the corresponding space below.
Teaching Skills
Description of Experience
Lesson Planning
Use of Varied Strategies Approaches/

Techniques
Classroom Management
Assessment of Learning Outcomes
Questioning Techniques
Preparation of Instructional Materials
Preparation of Examinations/ Various

Assessment Modes
2. Can you identify some of your personal qualities that have helped you perform those skills in the
past? Write them in Column A. in Column B, write what you were able to do because you possess such
personal qualities.
Column A
Column B
My personal qualities which are helpful in What have I accomplished?
performing the teaching tasks before
1.
2.
3.
4.
5.
6.
7.
8.
Activity 2 – Recall of your Educational Beliefs or Philosophy
When you took up a course related to educational philosophy, you were guided to declare some
belief statements on education. What do you believe in now that you are to be a student intern?
My Belief Statements Regarding
1. School
2. Learners
3. Curriculum
4. Teaching
5. Teachers
1.3 IDENTIFICATION
Confirmation of Personal Qualities for Teaching Internship
Can you identify those qualities which you now possess which will help you become a good student
intern?
I think I am….
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Which do you want to change or modify now that you are a student intern?
To be changed Why?
1.
2.
3.
4.
5.
1.4 INTERNALIZATION
Expectations for Oneself During the Teaching Internship Period
What expectations do you have of yourself during this internship period? What personal qualities
would you try to develop further as a student intern?
1.5 DISSEMINATION
Expressing One’s Expectations on Becoming a Student Intern
Given the personal qualities you now possess and some professional beliefs you have on education,
prepare a one-page essay on “What I can become through Teaching Internship”. This is your core
portfolio entry for LTE no 1.
Growth Portfolio Entry No. 1
What I can Become Through Teaching Internship?
RUBRICS FOR ASSESSMENT OF GROWTH IN TEACHING INTERNSHIP

LTE 1: Building a Mindset for Teaching Internship
Criteria 4 3 2 1 Score
Exemplary Satisfactory Fair Limited
All required Most required Some Most data

1
data are data are required data are missing
Data Collection
collected, collected, are collected, and
Skills:
recorded, and recorded, and recorded, but unrecorded.
 Observatio
organized. organized. poorly
n
organized.
 Interview
 Survey
 Documents
All teaching Some Very few No evident
2
internship teaching details of details of
Description and
experiences are internship teaching the teaching
Analysis of
clearly experiences internship internship
Teaching
described and are clearly experiences experience.
Internship
analyzed. described and are described
Experiences
analyzed. but not
analyzed.
Attends to all Attends to Unable to Unable to
3
activities and most attend to attend to
Level of
requirements. activities and some most all
Participation
requirements. activities and activities.
requirements.
Expresses very Attempts to Very little No insights

4
clearly express insights are given in
Reflection of One’s
insightful insightful given in one’s
Professional
reflection of reflection of one’s learning.
Growth
one’s learnings. one’s reflection.
learnings.
Evidence of At least one Evidence of Shows no
5
growth evidence of growth is evidence of
Evidence of
displayed are growth shown but is growth at
Growth
all very displayed is not relevant all.
relevant to relevant to to target
target target instructional
instructional instructional outcome.
outcome. outcome.
Personal and Personal and Personal and Personal
6
professional professional professional and
Evidence of Values
values are values are values are professional
extensively frequently sometimes values are
evident in the evident in the evident in the rarely or not
portfolio. portfolio. portfolio. evident in
the
portfolio,
Evaluated by: Other Comments and Total Score:

Observations:
Total Score = .
Rating = Total Score x 100

24
Self- Assessment:
Student Interns Date

Conforme:
Mentor Teacher Date
LEARNING EXPERIENCE 2: Preparing my Teaching Internship Portfolio
The course Teaching internship as treated in this material basically adheres to the basic
philosophy of learning that the learner is responsible for his own learning. Your immersion in a real
teaching-learning environment in the field enables you to acquire the competences required of a
promising teacher but the learning process depends largely on what and how you do, analyze, reflect,
and learn from your experiences, as such, there must be an authentic way of monitoring and assessing
your progress in terms of your actual performances.
Given the nature of Teaching Internship, traditional assessment strategies like paper-pencil
testing will not be valid. An authentic approach such as the use of a portfolio can appropriately assess
your performance in this course. It will focus on evidence-based demonstration of how you have
developed the competencies you are expected to acquire. Assessment of your growth rests basically on
your reflection of your learning experiences.
LTE 2 introduces portfolio assessment as the strategy to be utilized for this course. It will guide
you on how you will manage this strategy throughout the period and later be used as basis for your
course assessment by your Mentor Teacher and your College Supervisor.
Domain 5: Assessment and Reporting Generate a plan for using the portfolio as an
authentic assessment technique to monitor
Strand 4: Design, selection, organization, and
one’s growth as a student intern.
utilization of assessment strategies.
Communication of learner needs progress and
achievement to stakeholder.
2.1 Exposure
Deepening Concept of a Growth Portfolio
2.2 Participation
Recognizing Possible Evidence of
Experiences in Teaching Internship
 How can I display my authentic
2.3 Identification achievement in teaching internship to
Identifying Evidence of Growth in show my growth.
Performance
2.4 Internalization
Applying Portfolio for Assessing Growth in
Teaching Internship Performance
2.5 Dissemination
Planning Contents of My Teaching
Internship Portfolio
2.1 EXPOSURE
Deepening Concept of a Growth Portfolio
You have been exposed to the various learning assessment strategies in your professional education
courses, Assessment of Learning 1 and 2. One genre focuses on performance and authentic assessment
highlighting portfolio assessment.
 Some key ideas you have learned about portfolio assessment

1. It involves both cognitive and non-cognitive measures of student learning. It assesses
authentic performances involving higher-order thinking such as analysis, application,
synthesis, evaluation, and creativity.
2. Its basic tool is a portfolio which is a purposeful documentation and collection of
students’ works and other evidence of accomplishments in a determined area for a given
period.
3. A portfolio is more than just an artistic collection of work samples and artifacts. It
requires personal reflection on works completed, description of processes followed,
observations made, and the emotions and impressions invoked.
 What guides the process of documentation?

1. The process of documentation or collection is guided by the person’s motive for
undertaking a portfolio.
2. The learner’s purpose defines what entries to be included in the portfolio and how they
will be displayed. One’s purpose can be anyone or be a blend of the following.
a. To provide evidence of what have been accomplished in a course.
b. To exhibit an organized collection of work samples and products.
c. To have the opportunity to display one’s best.
d. To demonstrate one’s progress from start to completion in a field of work.
e. To communicate the learning processes adapted to show improvement.
f. To exhibit the initiatives of the learner to achieve his/her goal.
 What are possible entries to a portfolio and how are they organized?
1. A portfolio may include work samples or products, accomplished data, gathered
tools, records of observations, results of tests administered, feedback received,
photographs and sketches and other artifacts.
2. As a pre-service teacher, an important component of the portfolio are journal entries

or reflection papers describing what one has learned, and its effect on him/her as a
person.
3. Entries in the portfolio can be organized in different ways:

a. Chronological – Sequencing of entries follow the occurrence of events during
the curse from start to finish.
b. Thematic – the entries are grouped or
c. Program segments – The entries are by activities within a program segment, e.g.,
orientation, observation, participation, and community immersion.
 How is the portfolio going to be evaluated?

1. The portfolio is assessed using a combination of certain standards or criteria depending
on the preset objectives of the students, the cooperating teacher, and the TEI. Some of
them are:
a. Quality of entries – relevance, range, quantity, artistry, comprehensiveness.
b. Degree of self-reflection – insights gained.
c. Improvement or progress made -substantiveness, relevance of evidence.
d. Depth of understanding – clarity of concepts.
e. Responsiveness to feedback
2. Assessment is undertaken by the students themselves using a set of rubrics for the
relevant criteria applicable to the entries. The Mentor Teacher and the College
Supervisor participate in the overall assessment of the growth portfolio.
3. For Teaching Internship, it is important for the students and the mentors to arrive at a
consensus on how the assessment will be carried out, i.e., what standards and rubrics to
be used and the schedule. This should be part of the orientation.
2.2 PARTICIPATION
Recognizing Possible Evidence of Experiences in Teaching Internship
Portfolio assessment is what will be used to assess your performance in Teaching Internship. Of
those listed as purposes in the preparation of a portfolio, communicating how you progress as a student
intern during the period will be your main concern. This portfolio is referred to as your Growth
Portfolio. Can you select the purposes that are most supportive of a growth portfolio? Put a check
opposite each one that you find quite relevant.
 a. To show what have been accomplished in a course

 b. To keep an organized collection of work samples and products
 c. to have the opportunity to display one’s best
 d. to demonstrate one’s progress from start to completion in a field of work.
 e. To communicate the learning processes adapted to show improvement
 f. To exhibit the initiatives of the learner to achieve his/her goals
 g. To keep an organized collection of accomplished products
If you were to rank the purposes above according to relevance to a growth portfolio, which would be
your top three purposes?
1.
2.
3.
Which ones would you not include, if any? Why?
2.3 IDENTIFICATION
Identifying Evidence of Growth in Performance
Try to recall the experiences you had during your Field Study courses. Can you pick up some of
your own outputs from your observation, analysis, and construction activities? Give one or two
examples falling under each category.
Work Records of Analysis of Critiques/ Reflections Artifacts
Samples Observation Test Results Impressions (pictures,
(lesson maps, etc)
plans, tests,
exercises)
So how is progress or growth shown through your entries? Progress or growth includes the
dimension of CHANGE across time. It suggests development or improvement. Like a pupil who can
write a single sentence at the start can now write a paragraph by the time an instructional period is over.
Like, a student who can only list the parts of a plant before can now give the purpose of each one. As an
intern, it is important to exhibit changes in your performance in terms of new understandings, enhanced
skills, better-quality products and more positive attitudes through the entries you would include in your
portfolio.
Which among the outputs you have cited above can be reflective of your progress or growth?
Choose three (#) and describe how they can show your growth?
2.4 INTERNALIZATION
Applying Portfolio for Assessing Growth in teaching Internship Performance
Below are some entries you can possibly collect from your observation and participation
activities for your growth portfolio during the internship period. How will you show your progress?
Indicate evidence to document your improvement using the given entries.
Possible Entries/ Evidence Evidence of Growth
Ex. Draft of weekly quiz Items of the quiz were improved after getting
feedback from my Mentor Teacher or revised
quiz developed after seeing test results.
1. Copy pf rewritten lesson plan
2. Re-written statement of instructional

objectives of a lesson
3. Approved lesson check-up
2.5 DISSEMINATION
Planning Contents of my Teaching Internship Portfolio
With growth portfolio as the required assessment tool for Teaching Internship, prepare a short
plan of the contents of your growth portfolio following the outline.
My Teaching Internship Portfolio
A. Statement of Purpose
B. Organizational Plan (Describe how the entries will be arranged.)
C. Possible Section Entries and Standards
Entries Possible Standards to Use for Assessment of Entry
Observation
Participation
Actual Teaching
Community Immersion
Beyond Internship Requirements

LTE 2: Preparing My Teaching Internship Portfolio

1
Data Collection
Skills:
 Observation
 Interview organized.
 Survey
 Documents

2
Description and
experiences internship teaching the teaching
Analysis of
are clearly experiences internship internship
Teaching
Internship
Experiences
analyzed. but not
analyzed.
3
Level of
Participation
requirements.
Expresses Attempts to Very little No insights

4
very clearly express insights are given in
insightful insightful given in one’s one’s
Professional
reflection of reflection of reflection. learning.
Growth
one’s one’s
learnings. learnings.
5
Evidence of
Growth
outcome. outcome.
Personal and Personal and Personal and Personal and
6
professional professional professional professional
Evidence of Values
values are values are values are values are
extensively frequently sometimes rarely or not
evident in the evident in the evident in the evident in
portfolio. portfolio. portfolio. the
portfolio,

Observations:
Total Score = .

24
Self- Assessment:
Conforme:
Mentor Teacher Date

LEARNING EXPERIENCE 3: Implementing a Classroom-based Action Research
Completion of an action research is one of the major requirements of Teaching Internship being
the terminal course of Teacher Education both for BEEd and BSEd (CMO nos 74 & 75, s 2017). The
initial phase of doing classroom-based action research is meant to have begun in Field Study 2 where
you are to participate in the teaching activities of your mentors. During this period, you are exposed to
the challenges that beset both the teacher and the learner. The teaching experience could have led you
to ask questions or why “learning gaps” occur among learners who fail to achieve the learning
objectives or why on the other hand, “learning jumps” happen successfully to some, in Field Study 2,
you were encouraged to locate a problem of study related to teaching and learning and were guided to
prepare an action research proposal for this.
LTE No 3 aims to make you, as a student intern to re-examine closely your chosen problem of
study and determine the feasibility of the action research proposal you have earlier prepared. As a
student intern, you are now assigned in a different work environment (i.e., school, grade level, mentor)
and it may be necessary to make adjustments to your research plan which was conceived under different
conditions and situations.
Teaching Internship period should enable you to carry out the action research within one
semester period.
Domain: Content Knowledge and Pedagogy Carry out action research during the
internship period
Strand: Research-based knowledge and principles
of teaching and learning
Domain: Personal Growth and Professional
Development
Strand: Professional reflection and learning to
improve practice
3.1 Exposure
Deepening Concept of classroom-based
action research
3.2 Participation
Re-examining the problem for action
research  How can I improve teaching and
learning through action research?
3.3 Identification  How can I become a member of the
Finalizing the action research proposal community of teachers?
3.4 Internalization
Revising the action research proposal
3.5 Dissemination
Completing the action research report
3.1 EXPOSURE
Deepening Concept of classroom-based action research
Your learning experiences as a teaching participant in Field Study 2 would have triggered you
to ask some intriguing questions. Your attention has been directed to reflecting on how the teaching
strategies and approaches of your mentors interestingly result to different learner behaviors and
outcomes. Basically, learning behavior in terms of understanding, skills, performance and attitudes are
brought about by different variables or factors observable in school as illustrated in the diagram below.
Teacher
Variables
Student School
Variables Variable
Learning
Behavior
Action research will try to discover or establish the interrelationship between or among these
variables that can affect a change in learning. Through classroom-based action research, you will try to
zero-in on those variables which are within your control that you suspect can explain a particular
learning behavior. Table 3.1 provides examples of learner variables, teacher variables, and school
variables. See if you can locate the variables you have chosen in your action research problems.
Table 3.1
Student Variables Teacher Variables School Variables
 Gender  Professional Preparation  Teacher/Student Ratio
 Ethnicity  Content Knowledge  Class Sizes
 Health  Commitment to  Heterogenous or
 Physical Disabilities Teaching Homogenous
 First Language  Knowledge of Pedagogy Grouping
 Prior Education  Prior Experience  Extra-curricular
 Prior Knowledge and  Classroom Management Activities
Experiences  Effectiveness  Athletic Program
 Self-concept  Motivation Skills  Resources (learning,
 School-related Home  Knowledge of and Skill curriculum, and
Life Achievement in Cooperative earning technology resources)
 Class Standing  Teaching Style  Special Facilities
 Quality of Writing  Creativity (library, computer
 Oral Ability  Questioning Skills labs, gym, cafeteria)
 Attentiveness  Assessment Techniques  Support Programs
(counseling, reading,
special education)
 Safe Environment
Below are some guidelines which can help you, as an incoming classroom-based action
researcher, consider and examine your initial ideas for your research questions.
1. A good classroom action research question should be meaningful, compelling, and
important to you as a teacher-researcher. (It is something which you have experienced and
have touched you during your Field Study courses.)
2. A good research question is manageable and within your sphere of influence. (Remember,
your research is expected to be completed within your internship period.)
3. A good research question leads to taking action, to trying something out, to improving a
teaching / learning situation, to implementing actions that can make a difference in the lives
of students. (It is important for the learners.)
4. A good research question is authentic-you have to own it.
3.2 PARTICIPATION
Re-examining the problem for action research
A. This time, let us review the problems you have raised for your intended action research and see
if you have aimed at making a change in a teaching or learning situation.
1. What started you’re getting interested in your problem of study? Complete the three (3)
statements below:
a. I am curious about why
b. When inside the classroom, it bothers me when I see
c. Something I would like to improve is
2. Were your answers to the three questions above related to the problem you raised earlier?
3. If you answer YES, you have raised a question which is authentic to you as an intern that is
aimed at creating a change in learning.
If your answer is NO or negative, would you like to modify or adjust your problem of study. How will you word
your own research question?? What will be the learner variable you would like to improve and the teacher or school
variable you will manipulate to make change?
Research Problem:
B. Let us further clarify your problem of study by doing this activity. The table below shows some
more examples of learner behaviors which can be targeted to be improved. In Column I, think of
teacher/teaching variables which can be controlled to change/ improve the learner behaviors given in
Column II. Give at least two teacher variables in Column I for each learner variable.
Table 3.2
Column I Column ii
Potential Teacher Variables that can be Tried Learner variables to be Improved
to Effect Improvement
1. Reading Ability
2.
1. Problem Solving Ability

2.
1. Submission of Home Assignment

2.
This time apply this approach in re-examining the learner and teacher variables you have
considered in preparing your action research proposal in Field Study 2. Fill up Columns I and II with
the variables in your research questions. You may want to alter the variables if you have a change of
mind.
Table 3.3
Column I Column II
Potential Teacher Variables that can be Tried to Effect Learner variables to be
Improvement Improved
1.
2.
1.
2.
1.
2.
3.3 IDENTIFICATION
Finalizing the action research proposal
A. Using the variables in Table 3.3, define your research question using the learner variable you
want to improve and the potential teacher variable that can be maneuvered to result in improvement.
Try stating them using any of the formats below.
Research Questions:
1. What will happen to (learner variable) if the teacher
?
2. How does the practice of in the classroom change learners
?
3. How can I use to
improve ?
B. This time you should be ready to rewrite and finalize the research questions you will use for
your action research during the internship period. You may use any of the formats given.
Research Questions:
1.
2.
3.
3.4 INTERNALIZATION
Revising the action research proposal
A. Now that you have finalized your research questions, be ready to re-write the research proposal
you have prepared earlier. You may follow the given outline to improve your plan. The parts of the
plan will be your guide in implementing your action research.
Action Research Plan
1. Introduction
 What has made you consider this research question as topic for your action research?
 What circumstances have you observed which made you interested in this topic?
 Why is this research problem significant?
2. Problem
 State your research questions
 What variables will be involved in your plan? Be sure your question has a learning
behavior you would like to improve and what teacher/ teaching or school variable
you think can effect a change?
3. Action Hypothesis to be Tested

 Using what you have learned in your courses, what hypotheses or prediction-like
statements can you offer as answers to your questions?
 What will happen to your learning variable or behavior once you maneuver your
chosen teacher/teaching variable? Will you expect a positive change? Will there be a
change in the quality of learning outcome or behavior?
 What do you expect will happen once you apply a different teaching or classroom
management strategy?
4. Procedure
a. Research Arrangement
 What arrangement will you set-up inside the classroom to allow you to test your
hypothesis involving your teaching and learning variables? Time schedule?
Subject area involved?
b. Data Collection Method

 What data will you collect for your learning variable? Are your data quantitative?
Qualitative?
 Will you devise it yourself or will you adapt an existing one?
c. Data Analysis
 How will you analyze or organize your data to answer your questions?
 If you have quantitative data (e.g., test score), what descriptive statistics (e.g.
average and deviation measures) will you complete?
 If you have qualitative data (e.g., verbal response to interview, graphics) what
categories will you set up to obtain your frequencies and percentages?
B. Planning the Action Research Activities

Timetable- prepare a Gantt Chart for you research activities. This will indicate the approximate
time you intend to spend for a specific activity. Be guided by the specific activities in your
research plan. Some activities could be simultaneously done.
Action Research Gantt Chart

Signature
4
Month 4
1
Month 3
4
32
1
4
Month 2
3
1
Month 1
4
1
1. 2. 3. permission
Securing 4. from
5. CS6.& MT7. 8. 9. 10. n. Submission
n. Writing the researchofreport
AR report to Colleg
to carry out plan Supervisor
Activities
C. Implementing the Actual Action Research
The implementation of the action research is expected to be carried out during the internship
period. This, however, is over and above the teaching activities you will undertake with your
Mentor Teacher. It is therefore important that you coordinate with your Mentor Teacher in
scheduling your teaching and research activities particularly your data gathering activities
within the semester.
Growth Portfolio Entry No. 3A
My Action Research Plan
3.5 DISSEMINATION
Completing the action research report
With your action research plan prepared earlier, completion of the report can be carried out
smoothly. The parts of the report will be similar except that the description of the procedural activities
will make use of the past tense form of the verb.
My Action Research Report

Date Begun:
Date Completed:
Grade/Year:
Section/s:
I. Introduction
 What has made you consider this research topic as focus of your action research?
 What circumstances have you observed which made you interested in this area?
 Why is this research problem significant?
II. Statement of the Problem

 State the research questions you planned to answer through action research.
III. Hypothesis
 State the hypothesis or prediction-like statements you offered as answers to your
research questions? What change did you expect to happen to your learner variable
as a result of your proposed teacher/ teaching variable?
IV. Procedure
a. Research Arrangement
 What arrangement did you set up inside the classroom to allow you to test your
hypothesis involving the relationship between your teaching and learning variables?
 What teacher or learner variable did you maneuver to effect a change in your
learning variables?
 Who were involved- Grade/Year level of your learners? How long was the data
gathering period-time schedule, subject area involved?
b. Data Collection Method

 What data did you collect for your learner variable? Are your data quantitative
(i.e., measurable)? Qualitative (i.e., groupings/classificatory)?
 Describe the research tools you used for collecting data.
c. Data Analysis
 How did you analyze or organize your data to answer your questions?
 If you had quantitative data (i.e., test score), what descriptive statistics (e.g.,
average and deviation measures) did you compute?
 If you had qualitative data (e.g., verbal responses to interview, graphics) what
categories did you set up to obtain your frequencies and percentages?
V. Findings
Present your findings according to your research questions.
 What do your statistics for your quantitative data, (i.e., average scores) indicate?
How high or low are the group averages?
 For your qualitative data, what frequencies did you obtain for each category? Did
you compare the frequencies using percentages?
 What are compare your observations based on your analysis of data?
VI. Research statements

Using your findings, what concluding statements can you make as an action researcher?
 What changes on your learning variables can occur as a result of your manipulation
of the teaching variables?
 What suggestions or recommendations can you make to sustain positive changes in
learning?
 What suggestions can you offer to further improve your action research design?
VII. References
Growth Portfolio Entry No. 3B

My Action Research Plan
LTE 3: Implementing a Classroom-Based Action Research

1
Data Collection
Skills:
 Observation
 Survey
 Documents

2
Description and
Analysis of
Teaching
Internship
Experiences
analyzed. but not
analyzed.
3
Level of
Participation
requirements.

4
Professional
Growth
one’s one’s
5
Evidence of
Growth
outcome. outcome.
6
Evidence of Values
portfolio,
Observations:
Total Score = .

24
Self- Assessment:
Conforme:
Mentor Teacher Date

LEARNING EXPERIENCE 4: Knowing My Cooperating School
You had your chance in your field study courses to visit a school and gather information on how
it supports the development of its learners. LTE 4 aims at assisting you in your journey to get
acquainted with another school and this time focusing on your Cooperating School where you are
deployed as a student intern. Here is where you will spend considerable time understanding and
developing the basics of teaching. Discover what your partner school offers and provides in terms of
programs, resources, and facilities. As a pre-service teacher, it will be your responsibility to get
acquainted with how a school serves as an institutional provider of basic education.
Domain 2: Learning Environment Relate my cooperating school’s curricular

programs and resources to learner
Strand 4: Support for Learner Participation
development.
Strand 5: Promoting for Purposive Learning
4.1 Exposure
Eliciting Information About my School
4.2 Participation
Translating Information Gathered About my
School
 What impressions do I have of my
4.3 Identification Cooperating School as a provider of
Identifying purposes of the School Facilities learning?
4.4 Internalization
Creating Impressions, I have of my
Cooperating School
4.5 Dissemination
Building my Cooperating School’s Profile
4.1 EXPOSURE
Eliciting Information About my School
Today is your first contact with your partner school. You will be met by the Head of the school
who may be the School Principal or the Teacher in Charge. He/ She will conduct the scheduled
orientation for you and your peers about the school. Taking you on a tour of the school can be an
option in familiarizing you with the place.
It will be helpful for you to think of questions you might want to ask the Head of School prior
to this orientation session. You can ask the one in-charge in case they are missed. These questions may
not all be answered completely so you ay have to find other sources of information during the
orientation week. You may need more than a day or two to arrive at answers. Here are some of the
questions:
 What curricular programs are offered by the school? Is it a complete elementary school
offering Kindergarten to Grade VI or a secondary school offering Grade 7 to 12 program or a
secondary school offering Grade 7 to 10 only? There are schools which are called integrated
schools offering K-12 programs.
 What is the school population? Can you get the enrolment figures by grade or year level?
 Where are the students coming from? From the same barangay or town or from different
barangays?
 What is the first language of most of the students in this school? What Mother Tongue is used
as medium of instruction at the primary level (i.e., K-Grade III)?
 How many teachers are there? Administrative personnel? Are there enough teachers for all
the classes?
 What is the area of the entire school?
 What different building facilities are found in the school?
 Are there enough classrooms for the student population? If np, how does the school solve this
problem?
 What learning resources are found in school? Are there some resources which are needed but
are not available?
Be sure to be ready with your writing pads for note taking or cell phones or cameras for taking photos
of relevant school facilities and resources.
4.2 PARTICIPATION
Translating Information Gathered About my School
1. After the orientation session, find out if the school has an organizational structure displayed in
the office of the School Head. You may want to take photo or do a sketch so you will have the
names and positions of the school personnel. This way you will have an idea of the services
being offered in the school.
Draw the organizational structure of your cooperating school. This consists of the names
and position of the school personnel arranged hierarchically with the Head of School
located in the top position.
Organizational Structure of School.
2. Spend the next few days going around the premises and visiting the facilities of the school.
What building facilities do you see? What activities are happening inside the buildings? You
may interview the teacher or staff in charge.
3. Sketch an aerial view of the school showing the various structures or building inside the school
premises. Use geometrical figures to represent the buildings. This map can be an entry in your
portfolio. Label each of the structures. Indicate where the main gates are.
Map of School.
4.3 IDENTIFICATION
Identifying purposes of the School Facilities
1. Using your school map, make an inventory of the structures shown and the purpose of each.
Structures / Buildings Use Building / Structure

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
2. You may go back to your orientation notes. Were you able to obtain answer to the questions
you have posed during the orientation session? As you go around the school, are there issues
and concerns you have sensed regarding?
a. Area of school?
b. School personnel (teachers and staff)?
c. Student population?
d. Classrooms?
e. Facilities?
f. Learning resources?
g. Playground?
4.4 INTERNALIZATION
Creating Impressions, I have of my Cooperating School
Based on your observation notes during the orientation week, what are your initial impressions
of your Cooperating School?
Growth Portfolio Entry No. 4A
My Initial Impressions About My Cooperating School
4.5 DISSEMINATION
Building my Cooperating School’s Profile
Using all information, you have gathered, prepare a bulletin of information for your Cooperating
School. This document should contain the most important information helpful to anyone who would like
to feature your school in a magazine or website.
Growth Portfolio Entry No. 4B

Bulletin Information of My Cooperating School
Name of School
LTE 4: Knowing my Cooperating School

1
Data Collection
Skills:
 Observation
 Survey
 Documents

2
Description and
Analysis of
Teaching
Internship
Experiences
analyzed. but not
analyzed.
3
Level of
Participation
requirements.

4
Professional
Growth
one’s one’s
5
Evidence of
Growth
outcome. outcome.
6
Evidence of Values
portfolio,
Observations:
Total Score = .

24
Self- Assessment:
Conforme:
Mentor Teacher Date

LEARNING EXPERIENCE 5: Getting Acquainted with My Classroom
By this time, the School Head or the School Coordinator of Teaching Internship must have
assigned you to your Mentor Teacher who is oftentimes a class adviser and has a classroom of his/her
own. This classroom will be considered your workplace during the entire period. Basically, it has pieces
of classroom furniture, display and teaching aids.
Teacher has different ways of arranging their classroom depending on subject area priorities
and teaching objectives, on the needs and interests of their learners and on their own artistic styles. As
a pre-service teacher, it will be helpful for you to be sensitive to how the classroom is deliberately
arranged to achieve certain instructional purposes and serve as an environment conducive to learning.
The experiential tasks you are to accomplish in this LTE do not have to be completed within one
day. Take time to observe quite conscientiously what are inside your classroom, how they are arranged
and what purposes the resources serve.
Domain 2: Learning Environment Portray an ideal classroom environment

conducive to learning.
Strand 3: Management of classroom structure and
activities
Support for learner participation
Domain 4: Curriculum and Planning
Strand 5: Teaching and learning resources
5.1 Exposure
Noting the Physical Features and Resources
of the Classroom
5.2 Participation
Identifying the Purposes of the Physical
Resources of the Classroom  How can I make the classroom
conducive to learning?
5.3 Identification
Considering Issues and Concerns in the Use
of the Classroom Resources
5.4 Internalization
Setting Guidelines for Creating a Conducive
Learning Environment
5.5 Dissemination
Showing an Ideal Arrangement for my
Classroom
5.1 EXPOSURE
Noting the Physical Features and Resources of the Classroom
One of the first things your Mentor Teacher will surely give you is an orientation tour of his/her
classroom. This will cover everything available and what surrounds your room. While you mentally
note the details being shown and explained to you, you may use the simple Classroom Resources
Checklist to keep tag of them. Fill-up these checklists before you move on to the next experiential task.
Classroom Resources Checklist A
Grade/Year: Room No.: Area: sq.m. Length: m Width: m
No. of Students: Males: Females: .
Furniture How many? Description/ Location

1. Learners’ desks
a. Armchairs
b. Two-Seater desks
2. Bookshelves
3. Activity table
4. Teacher’s table
5. Teacher’s cabinet
6. Student locker
7. Others:
Classroom Resources Checklist B

Display Check when available Description/ Location

1. Class Program
2. Class List
3. Honor Roll
4. Attendance
5. Rules/Standards
6. Group Assignment
7. Bulletin Boards for
New or Current Lesson
8. Art Works
9. Projects
10. Science Experiments
11. Others:
Classroom Resources Checklist C

Teaching Aids Check when available Description/ Location

1. Radio Cassette
2. Audio Tapes
3. Globes/Maps
4. Models
5. Math Kits
6. Charts
7. Flannel Board
8. Computer
9. LCD
10. Story Books/Trade
Books
11. Reference Books
12. Picture Files
13. Blackboard
14. Others:
5.2 PARTICIPATION
Identifying the Purposes of the Physical Resources of the Classroom
Study the contents of the three checklists you have completed.
A. Your first checklist is on the pieces of furniture found in your classroom. Can you sense some
issues regarding the kins of desks/chairs used by the learners? How are they arranged? Do
learners have freedom of movement?
Make a sketch of how the students’ chairs/desks are arranged inside the room. Are they
in rows or in groups?
B. As you observe class activities during the week, how are the classroom displays used by your
Mentor Teacher? They may not all be available but take note how each was used during the
week.
Displays When was it used? How was it used?
1. Class Program
2. Class List
3. Honor Roll
4. Attendance
5. Rules/Standards
6. Group Assignment
7. Bulletin Boards for New or
Current Lesson
8. Best Student Works
9. Art Woks
10. Finished Projects
11. Science Experiments Being
Undertaken
12. Others:
5.3 IDENTIFICATION
Considering Issues and Concerns in the Use of the Classroom Resources
1. With the present arrangement of the students’ chairs/desks, can they move freely to perform
their activities? Can you suggest another way to arrange them? Give your reasons for this.
2. Which of the displays are regularly used? For what purposes are they utilized in the classroom?
Are they all useful?
3. Which displays do you think are useful to and appreciated by the learners? Why?
4. This time, pay attention to the teaching aids available in the classroom. Which ones are quite
useful for teaching?
5. What are some concerns you have observed in the used of classroom resources? Do the teachers
and students have easy access to the classroom resources? What happens if there is difficulty in getting
them?
5.4 INTERNALIZATION
Setting Guidelines for Creating a Conducive Learning Environment
Give suggestions on what resources should be available in a classroom and how they should be
arranged in order to make the classroom more conducive to learning.
1. Students’ Desks/Chairs
2. Classroom Displays
3. Teaching Resource
5.5 DISSEMINATION
Showing an Ideal Arrangement for my Classroom
Noe that you have gained insights on what a classroom needs to become a venue for learning, see if you
can sketch the classroom you would want to have in the future. Show how you want the pieces of
furniture especially the learners’ desks arranged. Indicate the classroom resources you would want to
have inside the classroom. Use figures for you sketch and label them.

Sketch of my Future Classroom
FRONT
BACK

LTE 5: Getting Acquainted with My Classroom

1
Data Collection
Skills:
 Observation
 Survey
 Documents

2
Description and
Analysis of
Teaching
Internship
Experiences
analyzed. but not
analyzed.
3
Level of
Participation
requirements.

4
Professional
Growth
one’s one’s
5
Evidence of
Growth
outcome. outcome.
6
Evidence of Values
portfolio,

Observations:
Total Score = .
24
Self- Assessment:
Conforme:
Mentor Teacher Date

LEARNING EXPERIENCE 6: Observing Management of Classroom Routines
LTE No 6 augurs the start of performing your multiple roles as a student intern. With the
preceding activity allowing you to observe your classroom and its resources, the present experience will
make you focus on the routine activities typically performed by your Mentor Teacher from the times/he
opens the classroom until s/he closes its door, all for ensuring safety and order for the learners/
What’s a day like for a classroom teacher? You have ideas about this based on your early
experiences as a basic education student yourself and on your previous experiences during your Fields
Study courses. As you recall, the activities regularly carried out are associated with teaching as well as
non-teaching tasks of a teacher regardless of level being taught or regardless of subject assignment,
either as a teacher in-charge of a class or as a special teacher of one or two subjects’ areas. They all
have the responsibility of maintaining a teaching environment that is safe and orderly and that which
encourages and inspires learning. This broad process is referred to as classroom management. You are
now tasked to be keen on how your Mentor Teacher undertakes this process.
During the period, request your Mentor Teacher to allow you to observe him/her and the class
using an observation tool.
Domain 2: Learning Environment Set standards for implementing classroom

management tasks.
activities
6.1 Exposure
Observation of Classroom Management
Activities
6.2 Participation
Recognizing Transition and Classroom
Management Routines  How can I manage my classroom
routines so effective learning can
6.3 Identification take place better
Identifying the Consequences of Transition
and Classroom Management Activities
6.4 Internalization
Setting Standards for Effective Transition
and Classroom Management Activities
6.5 Dissemination
Poster Designing for a Sale and Happy
Classroom
6.1 EXPOSURE
Observation of Classroom Management Activities
The Classroom Observation Form you will use in this activity is a variant of what you may
have used in your Field Study. This time you will not focus only on teaching tasks but also on every
routine your Mentor Teacher does before, during, and between any organized activities in the lesson.
These are known as transition periods (Chiarelott, Davidman &Ryan, 2007) and are part of classroom
management.
Examples of such TRANSITION ROUTINES are:
 BEFORE staring the lesson like doing a simple physical activity, singing a short song,
checking on homework, checking attendance, etc.
 DURING could be making students stand or letting them shake their hands to break
monotony, checking on teaching materials needed, attending to students working on a
project or art work, etc.
 BETWEEN organized activities maybe checking progress of students while taking a quiz,
giving reminders while doing an experiment, snack break after a lesson, etc.
The observation tool is deliberately divided into three parts of a lesson cycle: prior to lesson
proper, during the lesson proper, and post lesson proper. For each segment, you will describe the
transition events or routines done by the teacher and/or the class. Write down chronologically all the
transitional activities that happen in each segment. Some of them are upon teacher’s instructions, some
are routinely done by the class themselves without any directions from him/her. You have to indicate
the actual time a segment begins and ends for a subject area observed. Use one observation form for
every subject observed during the week.
Table 6.1
Classroom Observation Form
(Transition Routines)
Subject Area Observed: Grade/Year: Room

No.: .
Time Starts: Time Ends: Name of Teacher: .
SEGMENT EVENT/ACTIVITY
Prior to Lesson Proper
Time starts: . 1.
Time ends: . 2.
Time Spent: min. 3.
4.
5.
During Lesson Proper
Time starts: . 1.
Time ends: . 2.
Time Spent: min. 3.
4.
5.
After Lesson Proper

Time starts: . 1.
Time ends: . 2.
Time Spent: min. 3.
4.
5.
6.2 PARTICIPATION
Recognizing Transition and Classroom Management Routines
How many subjects does your Mentor Teacher teach during day? How many have you
observed for LTE 6?
1. Go over the activities and routines you Mentor Teacher has done prior to starting the lesson
proper in all the subjects you have observed. What are they about? What does your Mentor
Teacher intend to happen through those transition activities?
Did your Mentor Teacher do the same transitional activities in all the subjects he/she has
taught Why? Why not?
2. What transitional periods happened while the lesson was on going? What do you think were
the purposes of your Mentor Teacher?
3. What were transition routines mostly about after the lesson proper was over? Were they
always directed to the whole class?
4. Can you describe how the students behave when your Mentor Teacher carry out these
transition routines? Are they most prepared to do the next activity?
6.3 IDENTIFICATION
Identifying the Consequences of Transition and Classroom Management Activities
1. Based on your observation notes, which transitional activities do you find effective for
maintaining order
 Before starting the lesson?
 During lesson proper?
 After the lesson proper?

2. What could have happened if these transitional activities were not done?
6.4 INTERNALIZATION
Setting Standards for Effective Transition and Classroom Management Activities
1. How does classroom management help in maintaining order in the classroom? What problems
could be avoided?
2. Put a check in those statements you believe can help you in implementing transition and
classroom management activities to maintain orderliness and safety in the classroom.
Be very clear in giving instructions before starting an activity.
Allow the students to carry out what they can do on their own.
Be consistent with the expectations of students.
Give signals when starting and ending a lesson segment.
Anticipate what could distract or disturb the learners so they could be avoided.
Favoritism can be displayed once in a while.
Be sensitive to the personal needs of the students.
Reinforce good behavior in class.
Arrange learners’ desks properly so students can move freely.
Prepare needed teaching aids ahead of time.
Practice fairness in assigning students to work on tasks.
Attend immediately to students misbehaving in class.
3. Choose five of these guidelines / standards and describe what could happen if not followed.
Guidelines Possible Consequences if Not Followed
1.
2.
3.
4.
5.
6.5 DISSEMINATION
Poster Designing for a Sale and Happy Classroom
As a promising teacher, design a poster you can display in your classroom to encourage students
to maintain a safe and happy learning environment.
Growth Portfolio Entry No.6
Poster Design for a Safe and Happy Classroom

LTE 6: Observing Management of Classroom Routines

1
Data Collection
Skills:
 Observation
 Survey
 Documents

2
Description and
Analysis of
Teaching
Internship
Experiences
analyzed. but not
analyzed.
3
Level of
Participation
requirements.

4
Professional
Growth
one’s one’s
5
Evidence of
Growth
outcome. outcome.
6
Evidence of Values
portfolio,

Observations:
Total Score = .
24
Self- Assessment:
Conforme:
Mentor Teacher Date

LEARNING EXPERIENCE 7: Observing Questioning as a Teaching-Learning Tool
LTE No 7 leads you to experience a very significant teaching-learning tool for teacher and
students alike – questioning skill! You will discover and realize how your Mentor Teacher uses this art
and skill for instructional purposes and at the same time encourage his/her students deepen their
learning through inquiry. Hopefully, you will acquire and apply the art of questioning when you get
your chance to handle a real class.
Similar t what you have done in the preceding activity, you will be aided by a classroom
observation tool for recording your experience. Try to observe as many teaching episodes as time will
allow you.
Domain 1: Content, Knowledge, and Pedagogy Construct questions for effective teaching
and learning.
Strand 5: Strategies for developing critical and
creative thinking, as well as other
higher-order thinking skills.
7.1 Exposure
Recording Classroom Questions
7.2 Participation
Categorizing Teacher’s and Student’s
Questions
 How does questioning contribute to
7.3 Identification effective teaching?
Identifying Thinking Skills Elicited through
Questioning
7.4 Internalization
Constructing Effective Questions
7.5 Dissemination
Effective Questioning as a Powerful Tool for
Learning and Teaching
VII.1 EXPOSURE
Recording Classroom Questions
What is a question? It is a statement that solicits a verbal or non-verbal response. It is a
teacher’s powerful tool to provoke thinking among his/her learners. There are different ways of
categorizing questions. Here are the most common types used in classrooms.
 According to Thinking Process Involved

o Lower-order questions - Those which invoke remembering and
understanding to be able to provide a response. These are factual questions
which do not require learners to do any processing beyond recalling.
o Higher-order questions – Those which require such thinking skills as
analyzing, applying, evaluating and creating to be able to give an acceptable
response.
 According to Expected Response
o Questions with single correct answer – Those which has only one acceptable
response. Oftentimes it is a lower-order question.
o Questions with multiple answer – Those which allow diverse acceptable
responses. The question is mostly a higher-order question.
 According to Instructional Purpose

o Questions for initiating learning – Those used to introduce a topic or
motivate learners to a new lesson.
o Questions for guiding learning – Those applied in developing the lesson/
o Questions to Instructional Purpose – Those intended to monitor or check on
learner’s progress.
The Classroom Observation Form which follows will be used for exploration. This focuses
on classroom questioning by you Mentor Teacher while teaching a full lesson of a subject. The lesson
is divided into three segments: preliminary or introductory phase , lesson proper, and assessment or
closing phase. As an observer, you will record conscientiously all the questions the teacher asks within
each lesson segment. If there are questions raised by the learners, record them also and just mark them
with S. Don’t forget to indicate the time when a segment starts and ends. If you need the aid of a tape
recorder to record the full lesson, you may use one. Otherwise, just give your full attention to writing
the questions yourself. It is expected that your Mentor Teacher has been informed of what your
observation will be focusing on.
Table 7.1
Classroom Observation Form
(Classroom Questioning)
Subject Area Observe: Grade/Year: Room No.: .

SEGMENT QUESTIONS
Preliminary or Introductory
Phase 1.
2.
Time Starts: . 3.
Time Ends: . 4.
Time Spent: min. 5.
6.
7.
8.
9.
10.
Lesson Proper
1.
Time Starts: . 2.
Time Ends: . 3.
Time Spent: min. 4.
5.
6.
7.
8.
9.
10.
Assessment or Closing 1.
Phase 2.
3.
Time Starts: .
4.
Time Ends: .
5.
Time Spent: min.
6.
7.
8.
9.
10.
VII.2 PARTICIPATION
Categorizing Teacher’s and Student’s Questions
Put together the questions recorded from the lesson (s) observed by segment. Go over them
carefully and complete the tables that follow.
Table 7.2
Lesson Segment Number of Questions How many are How many are higher-
Recorded lower-order order questions?
questions?
1. Preliminary
or
Introductory
Phase
2. Lesson
Proper
3. Assessment
or Closing
Phase
Total:
1. What questioning pattern do you see in Table 7.2 in terms of total number of lower-orders
questions as compared to number of higher-order questions? Do you see the same pattern in
all three segments? Can you explain why?
Table 7.3
Lesson Segment Number of How many require How many have

Questions Recorded only one correct multiple answer?
answer?
1. Preliminary
or
Introductor
y Phase
2. Lesson
Proper
3. Assessment
or Closing
Phase
Total:
2. What questioning pattern do you see in Table 7.3 in terms of total number of questions with
only one correct answer as compared to number of questions with multiple answers? Do
you see the same pattern in all three segments? In which segment do you see more questions
with multiple answers accepted? Can you give reasons why this pattern appears?
3. Do you see any similarity between questioning patterns in Table 7.2 and 7.3? Any reason
why?
4. What kind of questions can elicit diverse responses? What kind of questions can do this?
Table 7.4
Lesson Segment Number of Number of Number of Number of

Questions Questions Questions Questions
Recorded Initiating Guiding Assessing
Learning Learning Learning
1. Preliminary
or
Introductory
Phase
2. Lesson
Proper
3. Assessment
or Closing
Phase
Total:
In which segment d you find the most number of questions for Initiating Learning?
Guiding Learning Assessing Learning? .
VII.3 IDENTIFICATION
Identifying Thinking Skills Elicited through Questioning
1. Go over your original list of questions and study them carefully. Choose three questions under
initiating learning and indicate the specific thinking skills your Mentor Teacher intends to elicit.
Initiating Learning Questions Thinking Skills

1.
2.
3.
2. Choose three questions under guiding learning and indicate the specific thinking skill your
Mentor Teacher intends to elicit for each one.

1.
2.
3.
3. Choose three questions under assessing learning and indicate the specific thinking skills your
Mentor Teacher intends to elicit for each one.

1.
2.
3.
Can a teacher use different types of questions in the different phases of a lesson?
VII.4 INTERNALIZATION
Constructing Effective Questions
1. What generalizations can you make based on your analyses of the questions your Mentor
Teacher has constructed?
a.
b.
c.
2. You can see that higher-order questions can challenge learners to think more and can encourage
more classroom interaction. As a prospective teacher, can you give a higher-order question under each
of the given topics?
Topic Higher-order Questions

1. Climate Change
2. Candidates in an election
3. Population
4. Traffic
5. Food
VII.5 DISSEMINATION
Effective Questioning as a Powerful Tool for Learning and Teaching
Write an insightful essay with the title “Effective Questioning, a Powerful Tool for Learning and
Teaching”. You can include this as a core entry in your Growth Portfolio.

Effective Questioning, a Powerful Tool for Learning and Teaching
LTE 7: Observing Questioning as a Teaching-Learning Tool

1
Data Collection
Skills:
 Observation
 Survey
 Documents

2
Description and
Analysis of
Teaching
Internship
Experiences
analyzed. but not
analyzed.
3
Level of
Participation
requirements.
4
Professional
Growth
one’s one’s
5
Evidence of
Growth
outcome. outcome.
6
Evidence of Values
portfolio,

Observations:
Total Score = .
24
Self- Assessment:
Conforme:
Mentor Teacher Date

LEARNING EXPERIENCE 8: Observing Execution of a Full Lesson
Learning Teaching Experience, No 8 is very much related to the last two observation
experiences you have completed. One was on identifying the transitional and classroom management
activities carried out while teaching a lesson (LTE No. 6) and the second, on the art and skill of this
present LTE will also involve observation of a full lesson as planned and implemented by your Mentor
Teacher for the day. Your main task this time is to observe the process implementation of the lesson and
determine what contributes to a successful execution.
How to approach a particular lesson, as you have learned in your professional education
courses, is defined almost always by the curriculum designed for the grade or year being taught by your
CT. Quite often the teachers follow curriculum guides for teaching, accompanied by learning guides for
the students. They, however, are free to make modifications to suit the conditions of the learners.
Domain 1: Content, Knowledge, and Pedagogy Determine what can contribute to a

successful lesson implementation.
Strand : Content Knowledge and its Application
within Curriculum Areas
Strand 1: Planning and Management of Teaching
and Learning Process
Strand 2: Relevance and Responsiveness of
Learning Program
8.1 Exposure
Recalling the Structure of a Typical Lesson
8.2 Participation
Observing the Implementation Strategy of
the Mentor Teacher in Each Lesson Segment
 What contributes to successful
8.3 Identification teaching?
Describing the Lesson Segment Contribution
to Achieving the Objectives
8.4 Internalization
Providing Insights on Factors that
Contribute to Successful Teaching
8.5 Dissemination
Reconstructing the Plan of a Successful
Lesson.
8.1 EXPOSURE
Recalling the Structure of a Typical Lesson
As you have realized in your previous observations of lesson episodes, a lesson typically
follows this process workflow or sequence and that each phase takes different purposes:
PRELIMINARY
 Initiate learning
 Motivate learners
 Pre-assess readiness
of learner
 Check teaching aids
needed
LESSON PROPER
 Guide development of
new concept / skill
 Expository
Strategies
 Exploratory
Strategies
 Application
concepts/principles or
mastery of skills
CLOSURE PHASE
 Carry out formative
assessment
 Provide lesson follow-
up
 Give assignment for
new lesson
8.2 PARTICIPATION
Observing the Implementation Strategy of the Mentor Teacher in Each Lesson Segment
Use the Lesson Observation Form below to describe the activities you Mentor Teacher has
carried in each lesson segment.
Table 8.1
Lesson Observation Form
Subject Area Observed: Grade: Room No.: .

LESSON SEGMENT QUESTIONS
1. How did the Mentor Teacher begin the lesson? Describe

Preliminary or Introductory
the activities done.
Phase
Time Starts: .
2. What instructional purposes did she want to achieve in
Time Ends: .
doing such activities?
Time Spent: min.
3. What activities did she do which are connected to the
new lesson?
Lesson Proper 1. What is the content of the lesson about? Was it concept
or skill development?
Time Starts: .
Time Ends: .
2. What objectives did the Mentor Teacher want to
accomplish?
Time Spent: min.
3. List down chronologically the activities the Mentor

Teacher implemented to develop the new concept or
skill.
4. Given these activities, what kind of approach did the

Mentor Teacher use to develop the concept or skill? Was
it exploratory or expository?
5. Were the instructional objectives achieved in this

lesson? Write some instructions?
6. Were there some unexpected events which happened

during the lesson? How did the Mentor Teacher handle
them?
Closing Phase 1. How did the Mentor Teacher assess the progress of the
students for this particular lesson? What formative
assessment tool was used?
Time Starts: .
Time Ends: .
2. What other activities were done in the closing phase of
the lesson?
Time Spent: min.
8.3 IDENTIFICATION
Describing the Lesson Segment Contribution to Achieving the Objectives
1. Which among the preliminary activities have prepared the learners for the new lesson? Are
there other activities you would do in this phase?
2. Did you notice any challenges the teacher met in motivating the learners? What else may be
done to overcome them?
3. What activities sufficiently develop the new lesson? Were the activities carried out sufficient to
develop the new lesson? Which activities did you find effective?
4. How did the Mentor Teacher maintain the interest of the students? which part did they find
interesting? What else could have been done to sustain their interest?
5. If you were to teach a similar lesson, what would you do to assure achievement of the
objectives?
8.4 INTERNALIZATION
Providing Insights on Factors that Contribute to Successful Teaching
1. Give some evidence of successful teaching.
2. What have you realized as contributing factors to successful teaching? What can assure
effective execution of a lesson?
8.5 DISSEMINATION
Reconstructing the Plan of a Successful Lesson.
You have observed the execution of a full lesson. Try to reconstruct the plan used by your
Mentor Teacher following a standard format for a brief lesson plan. You may include this as an entry to
your growth portfolio.

Reconstructed Plan of My Mentor Teacher
I. Lesson Objectives:
1.
2.
II. Subject Matter:
III. Instructional Materials:
IV. Suggested Activities

1. Preliminary Phase
2. Lesson Proper
3. Closure Phase

LTE 8: Observing Execution of a Full Lesson

1
Data Collection
Skills:
 Observation
 Survey
 Documents

2
Description and
Analysis of
Teaching
Internship
Experiences
analyzed. but not
analyzed.
3
Level of
Participation
requirements.
4
Professional
Growth
one’s one’s
5
Evidence of
Growth
outcome. outcome.
6
Evidence of Values
portfolio,

Observations:
Total Score = .
24
Self- Assessment:
Conforme:
Mentor Teacher Date

LEARNING EXPERIENCE 9: Thoughtful Planning: A Prelude to Effective Learning Teaching
Experience
Effective teaching begins with thoughtful planning. Planning is a pre-instructional process by

which teachers decide what to teach and how they want learners to learn.
Understandably, with no teaching experience to draw upon, you are apprehensive about your
initial teaching. A well-conceived and organized detail plan will provide you the much-needed feeling of
security and confidence. A good plan leads to a quality lesson in which effective learning takes place.
Thoughtful planning is a prelude to successful teaching.
Domain 4: Curriculum and Planning Demonstrate skills in planning a relevant

and responsive lesson.
Strand:
 Planning of Teaching and Learning Process
 Relevance and Responsiveness of Learning
Program
9.1 Exposure
Building up my Repertoire of Planning
Skills
9.2 Participation
Walking Through the Planning Tasks
 As a student intern, how can I plan
9.3 Identification lessons that will lead to better
Exploring Lesson Plan Format Options teaching and learning?
9.4 Internalization
Creating and Recreating Lesson Plan Format
9.5 Dissemination
Demonstrating my Planning Skills
9.1 EXPOSURE
Building up my Repertoire of Planning Skills
Planning is visualizing and designing the events that will occur in your succeeding teaching
events. A plan is a representation of instructional events similar to a road map that will guide you in the
actual implementation of your teaching episodes. It is a systematic way of managing teaching events
and time ahead of the actual teaching schedule.
Your plan is the thread that will weave all the what and how of your forthcoming first teaching,
sustained teaching and demonstration teaching.
1. Pre-requisite to planning your teaching
 Know the national standards and requirements for the grade and subject you will be probably
assigned to teach.
 Check kink for standards in the Department of Education website for K-12 program.
 How useful are the national standards in planning your future lesson?
2. Explore the curriculum guides and instructional materials provided by the Department of
Education to your school for a particular grade or subject.
 K-12 Teacher’s Guide
 K-12 Learner’s Materials
 K-12 Textbooks
 Of what use will the above curriculum guides and instructional materials in your
planning?
3. Inquire from you Mentor Teacher if there are specific Teaching Guides set up by your
cooperating school.
List of Available Teaching Guides Prepared and Used in your Cooperating School
 .
 .
 .
 .
 .
 .
 .
 .
 .
 .
Deeper exploration of the Department of Education national standards, curriculum guides and
teaching guides developed by your cooperating school will give you a better scenario of the skills you
need to plan an effective instruction.
9.2 PARTICIPATION
Walking Through the Planning Tasks
Specifying
procedure and
activities
Selecting
content
Deciding on Planning
objective assessment
tasks
Recall the four categories of professional education courses you have completed: learning theories
and concepts, content, methods and strategies, assessments, and field study. Indicate the specific
course/s and the key points that are most helpful for the following planning tasks. Record the key
concepts or criteria under each of the following planning tasks.
Planning Tasks
1. Deciding Appropriate Objectives
Example: Must be aligned to learner’s needs
 .
 .
 .
2. Selecting Content/ Subject Matter
Example: Content/ subject matter must provide the context for the objective.
 .
 .
 ,
3. Specifying Teaching Procedures and Learning Activities
Example: Teaching procedure must facilitate the achievement of objective.
 .
 .
 .
4. Planning Assessment Tasks
Example: Assessment tasks must be aligned to the objectives.
 .
 .
 .
Planning Jointly with your Mentor Teacher

Planning is a joint endeavor between you and your Mentor Teacher. Try to collaborate with
your Mentor Teacher on his/her views on lesson planning. Confer with your Mentor Teacher about
how he/she plans a lesson. Record suggestions and expectations on the following plans of a lesson.
 On Objectives
 On Content/ Subject Matter
 On Procedures and Activities
a. Introductory Activities
b. Developmental Activities
c. Concluding Activities
 On Assessment
 Alternative Activities as Emergency Fillers
 Other Pertinent Suggestions
 On Unexpected Events
9.3 IDENTIFICATION
Exploring Lesson Plan Format Options
Request your Mentor Teacher to allow you to study the lesson plan format being followed in your
school. Record the major parts and a brief description of contents.
Lesson Plan Format of My Mentor Teacher

Major Parts Brief Description of Content
9.4 INTERNALIZATION
Creating and Recreating Lesson Plan Format
Confer with your Mentor Teacher regarding the expected format of your lesson plan. Most likely
you will be asked to prepare a detailed plan for your first teaching.
Expected Format of My First Attempt in Lesson Planning

1. What similarities of lesson parts do I share with my Mentor Teacher?
2. What format differences are observed?
3. What parts are added?
4. What could be the advantages of developing detailed lesson plans for initial teaching?
9.5 DISSEMINATION
Demonstrating my Planning Skills
Lesson planning is the centerpiece of your preparation for initial teaching. Most often, your
Mentor Teacher will require you to submit a detailed plan several days before turning over the class to
you to assure continuity of instruction. It is therefore necessary that you work jointly with your Mentor
Teacher in your planning and teaching tasks.
In preparing a Lesson Plan, consider the following:
 Objective: Be specific and remember the acronyms S.M.A.R.T (Specific, Measurable,
Achievable, Relevant and Time-oriented)
 Content: Include major concepts to be covered.
 Materials: Specify everything that is indispensable to your lessons. As much as possible be
creative and resourceful enough despite limited budget.
 Development: Indicate the methods, techniques, activities you intend to use and specific
questions you intend to ask. Make provisions for incidental learning.
 Assessment: Determine how the objectives are successfully achieved.
For your Growth Portfolio Entry No.9, request your Mentor Teacher to suggest and anticipated
lesson. Write a plan following the suggested detailed format. Find out the prior learnings upon which
you will build up your lesson activities.

A Teaching Plan: My First Attempt

LTE 9: Thoughtful Planning: A Prelude of Effective Learning Teaching Experience

1
Data Collection
Skills:
 Observation
 Survey
 Documents

2
Description and
Analysis of
Teaching
Internship
Experiences
analyzed. but not
analyzed.
3
Level of
Participation
requirements.

4
Professional
Growth
one’s one’s
5
Evidence of
Growth
outcome. outcome.
6
Evidence of Values
portfolio,

Observations:
Total Score = .
24
Self- Assessment:
Conforme:
Mentor Teacher Date

LEARNING EXPERIENCE 10: Learning Teaching Through Initial Teaching
At this stage of your teaching internship journey, you already possess the essentials of planning.
You are beginning to establish your role as a teacher. The first teaching experience is the most
challenging yet rewarding as you juggle the roles and responsibilities of being a student and a teacher.
The complicated intellectual, social and emotional experiences in your initial teaching are
critically significant to the making of a great teacher. Your initial teaching will give your Mentor
Teacher insights into your content knowledge, teaching skills and dispositions. A good relationship with
your Mentor Teacher is vital in achieving maximum benefit from your initial and succeeding teaching
assignment
Your Mentor Teacher will initiate the process of helping you learn how to be an outstanding
teacher in the future. In this initial learning teaching experience. You will be guided by the following
experiential tasks.
Domain 4: Curriculum and Planning Demonstrate a well-planned lesson

grounded on theories and principles of
Strand:
teaching and learning and established
 Planning and management of teaching and method, techniques, and assessment
learning strategies.
 Learning outcomes aligned with learning
competencies
 Teaching and learning resources
Domain 5: Assessment and Reporting
Strand:
 Design selection, organization and
utilization of assessment strategies.
10.1 Exposure
Getting Ready for My Initial Teaching
10.2 Participation
My First Teaching Plan
10.3 Identification  How can I make my first teaching

plan and my first teaching
Mapping My First Teaching Experience intertwined of effective learning and
successful teaching?
10.4 Internalization
 How does my first teaching
Assessment of My First Teaching
contribute to my being a “learning
teacher?”
10.5 Dissemination
Reflection of my First Teaching
10.1 EXPOSURE
Getting Ready for My Initial Teaching
Your direct participation in your learning teaching journey begins with planning and trying it
yourself with a single lesson, either an isolated or a continuing lesson in your Mentor Teacher’s class.
Request your Mentor Teacher if you can look over his/her lesson plan for the day.
1. Observe how a day’s lesson is planned for the subject you will most teach. Record the MT’s
activities.
Parts of the MT’s Lesson Mentor Teacher’s Activities Pupil’s Activities

Plan
2. In what other ways is the lesson sequence similar or different to the one you developed in
Learning Teaching Experience 9? How does your MT label the lesson components?
10.2 PARTICIPATION
1. Begin to plan for your teaching. Confer with your Mentor Teacher to determine the specifics of
the assigned subject matter.
2. Ask if there are preferred strategies for the different phases of the lesson: Introduction,
Development, and Assessment. Ask if there are negotiables or you can freely choose.
3. You may include this as an entry to your growth portfolio.
Growth Portfolio Entry No. 10-A
Subject: .
Grade Level: .
Time: .
I. Objectives
II. Subject Matter
III. Materials
IV. Activities
TEACHER LEARNER
A. Introduction
B. Development Phase
C. Assessment
Include the following as entries to your growth portfolio.
Growth Portfolio Entry No. 10-B
Mentor Teacher’s Comments and Suggestions on My First Teaching Plan

I. On Objectives
II. On Subject Matter
III. On Instructional Materials
IV. On Activities
 Introduction of the new lesson
 On development of the new lesson
 On assessment of learnings
Growth Portfolio Entry No. 10-C
Subject: .
Grade Level: .
Time: .
I. Objectives
II. Subject Matter
III. Materials
IV. Activities
TEACHER LEARNER
A. Introduction
B. Development Phase
C. Assessment
10.3 IDENTIFICATION
Mapping My First Teaching Experience
In your first teaching, imagine yourself riding in a roller coaster. Using Moir’s Roller Coaster-
Teaching Experience analogy and Meijer Phases of Initial Teaching, identify, explore, and provide
instructional options before, during, and after your actual teaching.
Moir’s Roller Meijer’s Stages in Applying Moir’s Roller Coaster Analogy

Coaster Analogy Teaching and Meijer’s Teaching Experience Analogy
in the Different Stages of My First
Teaching.
1. Raring Anticipation A. Before Teaching

to go Determining 1. What do you need to do before
needs in your Mentor Teacher allows you to
advance teach her class?

2. Climbing Survival 2. You finally got the approval of

Putting your Mentor Teacher to conduct
through the your teaching, how will you inch
teaching your way to your first teaching
process debut to avoid potential
difficulties.

B. During Teaching
3. Loop – Disillusionment 1. What other significant activities
de - loop Awareness of you might have failed to include in
weakness
your plan?

4. Coasting Rejuvenation 2. What alternative activities did you

Renewed use as emergency fillers in your
confidence teaching?
through adoption 
and adaptation of
activities
C. After Teaching
5. Relief Reflection With the end of your teaching in sight,
Pointing on how would you know that you
success and succeeded?
possible
improvement
10.4 INTERNALIZATION
Assessment of My First Teaching
A. Self-Assessment of My First Teaching
Lesson management is essentially putting your well-planned lesson in action.
After your first teaching, take time to answer the following key questions.
1. Did I start my lesson promptly? Smoothly? If not, what could be the reason?
2. Did I maintain the attention and interest of my pupils throughout the lesson? If not, what
distracted my pupils’ attention? Did the pupils understand the purpose of the lesson? If not,
what did I fail to do?
3. Did I manage proper pacing in the flow of my lesson? If not, what blocked the smooth
transition between activities?
4. Did I make effective use of the general teaching skills strategies? If not, what could be the
reasons?
5. Were my questions clear and appropriate to the levels of my pupils? If no, how can I
improve my art of questioning?
6. Did I manage the behavior of my pupils during teaching? If no, why?
7. Did I manage pupils’ movement well? If no, how can I improve my management of pupils’
movement and non-movement?
8. Is my authority accepted by my pupils? If no, what could be the reason?
B. Mentor Teacher Assessment of My First Teaching

Value the input of my MT. record the result of your post-teaching conference. Always ask
feedback from your MT on how your lesson went.
My Little Golden Nuggets from my Mentor Teacher
My Skills to be Strengthened
10.5 DISSEMINATION
Write a reflection journal of your experiences during your first teaching. Include a framework
of your learning journey to keep track of your learning teaching experiences.
Growth Portfolio Reflection No. 10D
Reflection Journal on My First Teaching

1. What parts of my lesson went really well? What made this happen?
2. What might I change if I were to teach the lesson again?
3. What I have learned about.

 Teaching
 Learning
 Learner
4. How does my first teaching match with what I have been reading in the textbook and
learnings in class?
Reflection of my First Teaching

LTE 10: Learning Teaching Through Initial Teaching

1
Data Collection
Skills:
 Observation
 Survey
 Documents

2
Description and
Analysis of
Teaching
Internship
Experiences
analyzed. but not
analyzed.
3
Level of
Participation
requirements.

4
Professional
Growth
one’s one’s
5
Evidence of
Growth
outcome. outcome.
6
Evidence of Values
portfolio,

Observations:
Total Score = .
24
Self- Assessment:
Conforme:
Mentor Teacher Date

LEARNING EXPERIENCE 11: Learning Teaching Through Sustained Teaching
After your first teaching experience, you should be feeling more confident as a student intern.
However, to be adequately prepared for teaching, you need to experience other phases of active
teaching practice. Learning Teaching Experience 11 opens another door for you to navigate the real
world of teaching. Sustained teaching will enable you to experience the pace and rhythm of teaching for
a relatively longer period of time. It is flexible and adaptable. It does not follow a one size fits all
approach.
Engaging in sustained teaching will better prepare you for the personal traits and instructional
skills that are vital to learners.
Domain 1: Content Knowledge and Pedagogy Demonstrate instructional and management

skills in conducting sustained teaching in
Strand 1: Content knowledge and its application
varying settings, individuals, group or
Strand 2: Research-based knowledge and whole class.
principles of teaching
Strand 1: Planning and management of teaching
and learning process
Strand 2: Design, selection, organization and
utilization of assessment strategies
11.1 Exposure
Sustained Teaching as Sustaining Learning
11.2 Participation
Moving to Action: From Planning to
Teaching
 What knowledge and skills do I need
11.3 Identification to effectively perform my sustained
A Walk Through My Sustained Teaching teaching assignment?
Experience
Understanding Myself as a Learning
Teacher
11.5 Dissemination
My Sustained Teaching: A Growing
Experience
11.1 EXPOSURE
Sustained Teaching as Sustaining Learning
Sustained teaching is teaching the same or several subjects to a whole or part of a class or
individual for a relatively long period. Sustained teaching comes in different forms. It may be keeping
up teaching one or more subjects or team teaching with Mentor Teacher continuously for several days.
It may also be a scaled-down teaching where you carry on micro-lessons to a small group of pupils or
tutoring pupils with learning challenges.
Occasionally, substitute teaching offers another opportunity for you to be engaged in sustained
teaching. There may be occasions when you may be requested to take some subjects of your Mentor
Teacher who may be absent for several days due to unforeseen illness or family responsibilities.
Substitute teaching is gratifying as you become “Teacher in Action.”
Sustained teaching assignments depend on how prepared you appear to be for the competencies
expected. Your level of readiness will determine the needed support and exposure your Mentor Teacher
will provide.
Your Mentor Teacher may assign you specific subject/s or may give you a freehand to choose
the area for your sustained teaching.
My Sustained Teaching Assignment
Get ready for the following tasks:
1. Observe how your Mentor Teacher teaches the subject/s assigned to you. Record key points
on how he/she guides instructions. Give attention to the lesson sequence and patterns of
instructional actions and management routines before, during, and after instructions.
 .
 .
 .
 .
 .
2. Inquire from your Mentor Teacher the expected level of direction on planning and teaching.
Record her suggestions.
 On Planning
 On Lesson Pacing
What is the suggested daily lesson sequence of the same subject?
1st day 2nd day 3rd day 4th day 5th day
 On Objectives
 On Resources Needed
 On Designing Instruction
 On Assessing Student Learning
3. Record your major concerns about maximizing sustained teaching assignment.

11.2 PARTICIPATION
Moving to Action: From Planning to Teaching
Your journey to become a teacher continues. Sustained teaching engagement varies with the
circumstances in your cooperating schools.
Individual
Small Group
Microlesson
Tutoring Pupils with Learning
Formal School Program
Challenges Substiture
Microteaching
Teaching
Whole Class
Every teacher of sustained teaching must make her own plan. Observe the level of detail
suggested by your Mentor Teacher. Look back at the planning process in your previous learning
episode.
Mentor Teacher-Student Intern Negotiated Sequence of Sustained Teaching

Day 1
I. Objectives:
II. Subject Matter:
Day 2
I. Objectives:
II. Subject Matter:
Day 3
I. Objectives:
II. Subject Matter:

Day 4
I. Objectives:
II. Subject Matter:
Day 5
I. Objectives:
II. Subject Matter:
Take time to explore the suggested pacing of the objectives and subject matter of your sustained
teaching lesson.
1. Does each phase build on prior knowledge
2. Does each phase extend concepts as you move from day – to – day?
3. Does it address the logical sequence of content? If NO, what do you suggest?
Planning Phase
1. Write your series of brief or block plans tailored to the format suggested by your Mentor
Teacher.
Use this for your brief plan.

Day 1 Day 2 Day 3 Day 4 Day 5
2. Submit your lesson plan to your Mentor Teacher for feedback and approval.
Mentor Teacher’s Feedback
If needed:
3. Rewrite to include the suggested modification
4. You are now ready to teach your lesson.
Note: Follow the same process for all the succeeding lessons.
11.3 IDENTIFICATION
A Walk Through My Sustained Teaching Experience
I. From My Own Lens
At the end of your sustained teaching, make an inventory of your learning teaching
experiences.
Which of the following instructional skills you strongly feel you developed? You may rate
yourself as: 4- Exemplary, 3- Satisfactory, 2- Fair, or 1- Developing.
Instructional Skills Exemplary Satisfactory Fair Developing
1. Knowledge of
subject matter
2. Understanding of
learner’s
characteristics and
needs
3. Planning skills
4. Turning objectives
into appropriate
learning actions
5. Motivating and
maintaining
pupil’s interest
6. Oral questioning
skills
7. Providing
appropriate
feedbacks
8. Managing
classroom
9. Managing pupils’
behavior
10. Communicating
clearly and
accurately
Record other instructional skills you developed. Use the same rubrics.
11.
12.
13.
14.
15.
II. From My Mentor Teacher’s Lens
1. Knowledge of
subject matter
2. Understanding of
learner’s
characteristics and
needs
3. Planning skills
4. Turning objectives
into appropriate
learning actions
5. Motivating and
maintaining
pupil’s interest
6. Oral questioning
skills
7. Providing
appropriate
feedbacks
8. Managing
classroom
9. Managing pupils’
behavior
10. Communicating
clearly and
accurately
1.
2.
3.
4.
5.
Understanding Myself as a Learning Teacher
Cultivating your self- reflection and inquiry will help develop a lifelong approach to learning
teaching.in your growth portfolio.
Revisit your sustained teaching episodes. Based on your personal reflection, document your
strengths and challenges. You may include your personal reflection
Growth Portfolio Entry No.11-A

My Strength and Challenges
Building on My Strengths
I learned that
I enjoyed
I changed my opinion about
I was happy to
I think the following worked very well
My Learning from Challenges

I was worried about
I was annoyed by
I was hindered by
I disagree with
I am beginning to wonder
If my sustained teaching will re-taught

Next, I will
I am looking forward to
I hoped that
I suggest
11.5 DISSEMINATION
My Sustained Teaching: A Growing Experience
Add your reconstructed plans and reflections to your growth portfolio. If series of lessons, use labels as
Lesson 1- Lesson 2 – Lesson 3 etc. or other label to indicate sustained teaching.
My Reconstructed Plan for Sustained Teaching
LTE 11: Learning Teaching Through Sustained Teaching

1
Data Collection
Skills:
 Observation
 Survey
 Documents

2
Description and
Analysis of
Teaching
Internship
Experiences
analyzed. but not
analyzed.
3
Level of
Participation
requirements.

4
Professional
Growth
one’s one’s
5
Evidence of
Growth
outcome. outcome.
6
Evidence of Values
portfolio,
Observations:
Total Score = .
24
Self- Assessment:
Conforme:
Mentor Teacher Date

LEARNING EXPERIENCE 12: Demonstrating Teaching: The Capstone of My Teaching
Internship Journey
Due to the many variables in the implementation of the teaching internship programs of teacher
education institutions, the capstone requirement may vary from full teaching or straight teaching to
demonstration teaching or both. Full teaching or straight teaching requires the student teacher to take
control of the daily class program of a full time Mentor Teacher. In demonstration teaching, you
showcase your best teaching practice. Most likely, the capstone requirement is negotiated with both the
college supervisor and the Mentor Teacher. The negotiation should focus on clarification of the
expectations, needs and possibilities. At any rate, whether full-time teaching or demonstration teaching
the crucial instructional tasks you are expected to handle are relatively similar. Both allow the learners
to see you as an active teacher. As demonstration teaching is a culminating requirement of all teacher
education institutions, Learning Teaching Experience 12 will facilitate the process to enable you to “fly
solo” when you showcase your best teaching practice.
Domain 1: Content Knowledge and Pedagogy Demonstrate a growing sense of mastery of

one’s teaching specialty and professional
Strand 1: Content knowledge and its application
growth.
Strand 2: Knowledge of principles of teaching and
learning
Strand 3: Classroom communication strategies
Domain 2: Learning Environment
activities
Strand 6: Management of learner behavior
Strand 1: Planning and management of teaching
and learning process.
Strand 4: Professional collaboration to enrich
teaching practice.
Strand 1: Design and utilization of assessment
strategies
Strand 2: Monitoring and evaluation of learning
process

12.1 Exposure
Getting Ready for the “Solo Teaching
Flight”
12.2 Participation
Trying my Best Teaching Wings
 What are the characteristics of a best
12.3 Identification teaching practice?
My Best Teaching Moment
Looking at My Teaching Self
12.5 Dissemination
My Demonstration Teaching Plan
12.1 EXPOSURE
Getting Ready for the “Solo Teaching Flight”
Building a sense of professional self-esteem through demonstration teaching has multiple
functions in your pre- service development. It enhances your thinking and decision processes related to
planning, implementation, and assessment of your teaching. It also integrates the theoretical and
practical knowledge you acquired from your different Learning Teaching Experiences: Assisting,
Planning, First Teaching and Sustained Teaching. More importantly, demonstration teaching will
develop your credibility as a beginning teacher. You are now charged with the same responsibilities as
your experienced Mentor Teacher. In this episode, you will experience two types of demonstration:
symbolic and perceptual. Writing your plan is symbolic demonstration and teaching your plan is
perceptual demonstration. Furthermore, demonstration teaching creates a feeling of anticipation for
you, your students, your Mentor Teacher, your College Supervisors, and other invited teachers.
Phase 1: Decision Making Phase
Activity 1
Zoom your planning lens to your demo teaching coaches and support team.
Who are directly involved in the planning phase of your demonstration teaching?
 Mentor Teacher
 College Supervisor
 Cooperating School Subject Head
 College Department Head
 My Self
 Others (Please indicate)
Activity 2: Collaborative Planning

The most important responsibility of your demonstration teaching coaches is to make sure you
can swim on your own demo teaching.
Record what you can offer and the suggestions of your student teaching coaches.
 What I can offer
 From my Mentor Teacher
 From my College Supervisor
Activity 3: Critical Focal Points of My Demonstration Lesson

Specify the instructional elements that will be demonstrated.
Concepts
Principles
Methods
Skills
Others
Activity 4
Consult your Mentor Teacher/ College Supervisor on the teaching process and other essentials
that need to be demonstrated.
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12.2 PARTICIPATION
Trying my Best Teaching Wings
You are now ready to write a plan for the specific aspects of your demonstration lesson.
Highlight in your plan the necessary suggestions of your Mentor Teacher and College Supervisor. It is
now likely that you will prepare a detailed plan.
Inquire from your Mentor Teacher what apperceptive bases must be considered for connecting
your demonstration lesson to students’ previous learning.
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Note: submit your teaching plan to your Mentor Teacher and College Supervisor for suggestions,
comments, and approval. Pre-briefing session may be conducted by your Mentor Teacher.
Based on the suggestion of your Mentor Teacher/College Supervisor, refine your teaching
repertoire.
12.3 IDENTIFICATION
My Best Teaching Moment
Check evidences of your readiness. Here are some important points you can check yourself.
1. Familiarity with the learners

2. Comprehensive well-planned lessons
3. Adequate knowledge of the subject matter
4. Available and sufficient instructional materials
5. Balanced and appropriate: individual and group activities
6. Familiarity with class routines and management
7. Provisions for the unpredictable
Others:
8.
9.
10.
My Concerns
1.
2.
3.
4.
5.
As you move through your demonstration teaching, analyze the flow of your lesson. During
your teaching moment, you are now the best judge of your teaching. In light of consequences in your
teaching moment, some aspects of your planned decisions and actions may not work. Do not be afraid
to consider aspects of your planned decisions and actions may not work. Do not be afraid to consider
alternatives. Try more effective ideas.
Looking at My Teaching Self
A. Post Lesson Debriefing
It is important that the post demonstration conference be conducted immediately after
demonstration lesson.
1. What did you think of your demonstration teaching? Did the lesson go as planned?
2. What happened during your demonstration lesson?

3. What part of your teaching do you strongly think went well?
4. What changes would you make if you were to reteach your demonstration lesson?
5. What did you learn about yourself as a teacher?
6. What aspects of your demonstration teaching needs improvement?

7. How will you go about improving your demonstration teaching?
B. My Demonstration Teaching Through the Lesson of:

1. My Mentor Teacher
2. My College Supervisor
12.5 DISSEMINATION
Given the comments from the lenses of yourself, Mentor Teacher, College Supervisor, subject
head, invited teachers and students, rewrite your demonstration teaching plan. This is your growth
portfolio entry for LTE 12.

My Model Demonstration Teaching Plan:
My Showcase Lesson

LTE 12: Demonstrating Teaching: The Capstone of My Teaching Internship Journey

1
Data Collection
Skills:
 Observation
 Survey
 Documents

2
Description and
Analysis of
Teaching
Internship
Experiences
analyzed. but not
analyzed.
3
Level of
Participation
requirements.

4
Professional
Growth
one’s one’s
5
Evidence of
Growth
outcome. outcome.
6
Evidence of Values
portfolio,

Observations:
Total Score = .
24
Self- Assessment:
Conforme:
Mentor Teacher Date

MY Teaching Internship

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MY Teaching Internship

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LEARNING EXPERIENCE 1: Building a Mindset for Teaching Internship

A. Understanding the Management Structure of the Teaching Internship Program

College Supervisors Mentor Teachers

Figure 1: Management Structure of Teaching Internship Program

 Conduct regular observation and

Source: Enclosure No1 : DepEd Order No.3, s. 2007

C. Teaching Internship as Experiential Learning

Figure 2: Experiential Learning Cycle

Activity 1 – Personal Qualities of a Promising Pre-Service Teacher

Use of Varied Strategies Approaches/

Assessment of Learning Outcomes

Preparation of Instructional Materials

Preparation of Examinations/ Various

Activity 2 – Recall of your Educational Beliefs or Philosophy

My Belief Statements Regarding

Growth Portfolio Entry No. 1

What I can Become Through Teaching Internship?

RUBRICS FOR ASSESSMENT OF GROWTH IN TEACHING INTERNSHIP

All required Most required Some Most data

Expresses very Attempts to Very little No insights

Evaluated by: Other Comments and Total Score:

Rating = Total Score x 100

Student Interns Date

 Some key ideas you have learned about portfolio assessment

 What guides the process of documentation?

2. As a pre-service teacher, an important component of the portfolio are journal entries

3. Entries in the portfolio can be organized in different ways:

 How is the portfolio going to be evaluated?

 a. To show what have been accomplished in a course

Which ones would you not include, if any? Why?

1. Copy pf rewritten lesson plan

2. Re-written statement of instructional